Presented at LILAC 2023.

1. Building critical thinking skills by
fostering inquiry-based and
dialogic learning in research
consultations
Meredith Knoff and Margaret McLaughlin
Indiana University Bloomington

2. Outline
• Introduction
• Learning theories
• Research Desk description
• Research consultation revision
• Example of consultation
• Transferability

3. Introduction
• Research consultations
• Pedagogical approaches
• Dialogic approach to
reference encounters
• Artifact creation
• Student and assessment
centered
• Collaborative remodeling of
consultation method

4. Applying pedagogy to consultations
• Consultations risk transactional nature
• Inclusive and learner-centered pedagogies remove the librarian
as authority
• Encourages students to take control of their own learning
• Engages students in skill development

5. Inquiry-based learning
• Teaches students to select topics, generate questions, and seek
and synthesize information
• Encourages student-centered learning experience
• Helps teachers understand students' dynamic interests and
needs
• Pulls from the ACRL information literacy framework
• Research as inquiry
• Searching as strategic exploration
American Library Association (2015). “Framework for information literacy for higher education.” ACRL. Retrieved from http://www.ala.org/acrl/standards/ilframework.
New York University (n.d.). 13. Inquiry-based learning. http://www.nyu.edu/content/nyu/en/faculty/teaching-and-learning-resources/strategies-for-teaching-with-tech/best-practices-active-
learning/active-learning-techniques/techniques-13.
University of Wisconsin (n.d.). Inquiry-based learning. https://ce.uwex.edu/wp-content/uploads/2015/06/Inquiry-basedlearning.pdf.​

6. Dialogic learning
• Grounded our understanding of dialogic learning through
Freire's Pedagogy of the Oppressed
• Promotes collaborative interaction
• Engages both learner and teacher to contribute to the learning
of the other
• Pulls from the ACRL information literacy framework
• Scholarship as conversation
Freire, P. (2000). Pedagogy of the oppressed (30th ed.). Continuum.
Gillies, R. M. (2016). Dialogic interactions in the cooperative classroom. International Journal of Educational Research, 76, 178–189. https://doi.org/10.1016/j.ijer.2015.02.009
Shor, I., & Freire, P. (1987). What is the “dialogical method” of teaching? The Journal of Education, 169(3), 11–31. http://www.jstor.org/stable/42741786

7. Learning Commons Research Desk
• Helps students at all stages of
the research process
• Brainstorming topics
• Developing research strategies
• Selecting and using resources
• Evaluating information
• Staffed by librarians and
graduate students

8. Research Jumpstart
• Revising old transactional
model
• Co-creating new
collaborative model to
remodel the consultation
• Focuses on transferable
skills
• Facilitates self- and service
assessment

9. Jumpstart
https://go.iu.edu/4N37

10. Jumpstart example
https://go.iu.edu/4N1Z

11. Jumpstart
Example
Recommended search strategies
section
• Consider simplifying the overall topic— you have a lot of pages to work
with and might be able to fit it all in, but you will probably end up with
a more focused and compelling paper if you focus on one or two of
these areas (e.g., just history and human development, or just history
and politics).
• An EBSCO search for Human Trafficking and South Korea comes up
with a total of only 25 articles- so you can definitely check through all
of those. On the other hand, you will probably have to broaden your
search terms to find enough materials to get you started.
• Consider borrowing search terms from the Subject lines of relevant
articles, or searching in related areas— for example, some sources with
the main subject of "Prostitution" will likely discuss trafficking and
exploitation.
• Since "Sex Trafficking" isn't an official Subject Heading, I see a lot of
resources which combine "Human Trafficking" and "Prostitution" to get
more specific (although the LCSH listing for "Human Trafficking" does
have "sex trafficking" listed as a variant).
• Start with IUCat for books— particularly for the historical focus of your
paper. I personally find that monographs or chapters from monographs
tend to be more useful for historical research than journal articles,
especially when you are looking to get the general history of a topic
before diving into specific events.

12. Transferable Skill Development
• Develops highly sought after
post-graduation and
professional skills
• Critical thinking
• Self-directed learning
• Collaborative interaction
• Embeds information literacy
into consultations

13. Questions?
Meredith Knoff
Learning Commons Librarian
Indiana University Bloomington
Email: merknoff@iu.edu
Margaret McLaughlin
PhD candidate and MLS
Indiana University
Bloomington
Email: marmclau@iu.edu